--Take out your actively/purposefully read copy of the "English 9--Article of the Week #4 (1/1-1/5)--2017-2018 School Year" document. Spend the first 5-ish minutes of class reviewing your active/purposeful reading notes in preparation for today's multiple choice assessment.
S. the C. (5-8 mins.)
--agenda/HW
Transition (1-2 mins.)
--Pick up a copy of the "QUIZ--Article of the Week #4" document from the front table. Complete the assessment quietly and independently. Good luck!
Assessment -- QUIZ--Article of the Week #4 ("10 Things You Didn't Know About Shakespeare") (12-15 mins.)
--finish completing the assessment
--When you finish, ...
- place your assessment in the black basket on the front table
- pick up an index card from the front table
- write your first and last name at the top of the lined side of your card
- skip a line underneath your name and write the word "Before"
- respond in several sentences to the following question:
- Should today's high school students be required to read Shakespeare or not? Explain (keeping in mind your active/purposeful reading of AoW #4).
- engage in free reading once you have completed the items on the list above to the best of your ability.
--directions given:
- "anchor in" to our "Compact for Group Work"
- express your views on the question posed above ("Should today's...")
- attempt to both introduce counterclaims and then validate and refute counterclaims (see the templates written on the whiteboard)
- determine who within your group will join the inner circle
- directions MODELED via a volunteer and me
--Transition--three groups (Block 2 ACE/Block 2 BDF)/five groups (Block 3 BDF) selected via a drawing of cards
--follow the above directions until you are instructed to stop
--Transition--form both an outer and inner circle out of the desks
--engage in a "Debate Circle"
--engage in a "Debate Circle"
- three/five students (one from each group) sit in the inner circle and express their views on whether or not today's high school students should be required to read Shakespeare
- the extra desk in the inner circle is for anyone who wants to come in briefly and add information to the debate, after which he or she must go back to his or her desk
- students sitting in the outside circle are to be silent until all the students in the inner circle have been heard
- after the inner circle members have debated the topic, anyone in the outside circle can direct questions to the inner circle members
--Transition--re-column the desks
--Closure
--Closure
- Is the debate circle a good way to think and learn about a topic? Why or why not?
- Based on your understanding of the /+, /, /- system that has been used in the course, how would you rank your participation in today's debate circle? Write your rating on your index card. Then, place your card in the black basket on the front table.
Transition (3-5 mins.)
--Pick up another index card from the front table. On this index card, write the three sentences below. Finally, label the subject and verb of each of the sentences.
Instruction -- The Grammar Hammer--“Missing comma after an introductory element” (remainder of class)
--go over the "Transition" by labeling the S/V for each of the provided sentences
--Transition--pick up the "Missing comma after an introductory element" document from the front table--read instructions, add commas to the sample sentences, model rule/tips with sample sentences above--PICK BACK UP WITH TIP #2/MODEL ON BOARD WITH FIRST TWO SENTENCES; THEN, GO OVER PRACTICE (2 ACE)--PICK BACK UP WITH READING SHEET AND MODELING WITH THREE SENTENCES ON THE FRONT BOARD
HW (Class Preparation)
--Consider working toward achievement of your S.M.A.R.T. Goal. Do something great this year!
- I go walking in my sleep.
- You are another day older.
- Wisdom often comes with age.
*AS YOU WORK, I WILL RETURN YOUR LAST GRAMMAR HAMMER ASSESSMENT FOR SELF-REFLECTION PURPOSES.*
--ceremonial dropping of the hammer via a drawn card
--ceremonial dropping of the hammer via a drawn card
Instruction -- The Grammar Hammer--“Missing comma after an introductory element” (remainder of class)
--go over the "Transition" by labeling the S/V for each of the provided sentences
--Transition--pick up the "Missing comma after an introductory element" document from the front table--read instructions, add commas to the sample sentences, model rule/tips with sample sentences above--PICK BACK UP WITH TIP #2/MODEL ON BOARD WITH FIRST TWO SENTENCES; THEN, GO OVER PRACTICE (2 ACE)--PICK BACK UP WITH READING SHEET AND MODELING WITH THREE SENTENCES ON THE FRONT BOARD
--complete PRACTICE
--Closure
--Closure
- go over PRACTICE, reiterating rule/tips
--For HW, prepare for the "Missing comma after an introductory element" assessment--you must really “know your way around” this error and fixing it in order to be successful on said assessment.
HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
- "All I have learned, I learned from books" (Abraham Lincoln).
- For each of the following sentences (all taken from Jennifer E. Smith’s This is What Happy Looks Like), highlight the part(s) of speech as directed.
- For
each of the sentences below, circle the simple
subject. The simple subject of a
sentence does not include any of the modifiers that further describe the subject.
- Please read the paragraph below once for the gist. Then, RE-READ the paragraph numerous times in order to fix each of the errors that you are able to locate related to the proper use of commas with introductory elements. Reading aloud is a good idea, and an even better idea is to look specifically for common introductory elements, prepositional phrases, and subjects and verbs as components of independent clauses. Good luck!
--Consider working toward achievement of your S.M.A.R.T. Goal. Do something great this year!
